Department+Philosophy

=Final Draft 6-12 Global Langauges Philosophy=

The Global Languages department provides a challenging curriculum with an international perspective that inspires a passion for learning and intellectual vitality. The curriculum embodies core values aimed at developing global minded citizens and literate individuals who are multilingual communicators. Instruction is focused on facilitating interpersonal, interpretive, and presentational communication to support students in becoming productive, culturally interactive, and sensitive members of a diverse community.

//Edited version referred back to team: Deemed to have changed intent without a subsequent revision.// The Global Languages curriculum at Shanghai American School inspires and instructs multilingual communicators to foster meaningful interaction with others using the instructional language. Through exposure to culture and linguistics in a way that nurtures appropriate dispositions, students will serve as productive and sensitive members of a diverse global community.

Global Languages instruction at Shanghai American School involves direct interpersonal, interpretive, and presentational communication within a n urban contemporary Sino-international (deemed unnecessary through conversations) cultural context in a fully articulated middle and high school program.

// The Global Languages philosophy embodies SAS educational objectives inclusive of the International Baccalaureate and Advanced Placement Programs. //



DRAFT Philosophy [[image:en_clase.jpg width="406" height="302" align="right"]]
//From the Discussion Page:// The world language curriculum supports the SAS mission which in partnership with parents provides a challenging American core curriculum with an international perspective that inspires a passion for learning and intellectual vitality. It also embodies our EAGLES core values of producing global minded citizens and literate individuals who are multilingual communicators because it enables students to interact with people of other cultures and to be productive and sensitive members of a diverse community. Instruction is focused on directing communication (interpersonal, interpretive, and presentational) within a cultural context and in a fully articulated secondary school program. Our philosophy embodies SAS educational objectives which in alignment with the correlated Middle school best practices, the parameters of the Internatonal Baccalaureate Program and ACTFL standards define what students should know and be able to do in foreign language.

//Questions from Ed Pro: Do we have a model we will follow for Middle School best practices, e.g., the National Middle School Association's recommendations?// //Also, what of our AP language program - do we want to include a sentence which addresses this?//



SAS Mission

 * Shanghai American School **, in partnership with parents, fosters the development of each student's personal potential through a balance of the academic, physical, social, emotional and ethical aspects of life. SAS provides a challenging American core curriculum with an international perspective that inspires a passion for learning and intellectual vitality//.//


 * The Global Languages** **curriculum . . .**

** Shanghai American School Curriculum “Big Picture” **

· “Blind Auditions” for middle and high school level students twice a quarter || · Cultural conflict is inevitable · || · Develop a personal aesthetic criteria for evaluating performances || · Global Citizenship || //The shared assessments to connect the curriculum, instruction and learning to enable teachers and students to measure how well students are doing in attaining targeted learner outcomes (skills and knowledge of SCOPE AND SEQUENCE)// || How will learners demonstrate understanding? How will we know students’ progress toward learner outcomes? || Cross-river, divisional, and grade-level benchmark or common assessments. || (e.g., IB Internal Assessments, common writing prompts) || · Short-term planning · Daily/Weekly plans · Integrated cross-curricular planning || · URLs · DVDs · Software ||
 * **Elements** || **Guiding Questions** || **Description** || **Example** ||
 * **PHILOSOPHY**
 * //A statement of beliefs of teaching and learning//** || What do we believe about our teaching and student learning? || A statement of beliefs about teaching and learning particular to the subject area || We believe that second language learning should be motivational yet challenging. ||
 * **ESSENTIAL TEACHING AGREEMENTS**
 * Agreements around pedagogical practices to develop understanding* and enhance EAGLES** || How will a learner acquire understanding*? || A short list of teaching agreements that focuses on methods and strategies every teacher will use. || · Involve students in a Socratic seminar for each level studied
 * **ENDURING UNDERSTANDINGS**
 * //The real-life connections students will apply long after the facts and details of the lesson have faded.//** || What are the “big ideas” students should take away from this department and school? || A collection of important ideas that students should understand. These are the foundation for department (program)-wide Essential Questions. || · All living things depend on water for survival
 * **STANDARDS AND BENCHMARKS** || What skills, knowledge and dispositions will lead to understanding? || The content, skills, and dispositions specific to this department. || · Identify the parts of a cell
 * **EAGLES**
 * //Expected School-wide Learning Results//** || What is our purpose? || A (scaffolded) list of the cross-curricular aims we hold for students || · Critical thinking
 * **SCOPE AND SEQUENCE**
 * //The organization of units of instructions across grade levels which specifies the knowledge and skills found in each unit.//** || How will learners develop understanding over time? || Brief description of the skills and content of each unit for each year. || //(See “Scope and Sequence: Comparative Calendar Overview” in Atlas>Analyze)// ||
 * **MAJOR ASSESSMENTS**
 * **PLANNING (Units Plans)**
 * //The preparation of teaching of the defined Scope and Sequence//** || How can we best focus the learning that takes place in each classroom? || “Non-negotiable” decisions regarding outcomes, content, learning experiences and practice around the assessments and resources used. || · Long-term planning
 * **RESOURCES**
 * //Materials that support learning and the above agreements, inclusive of embedded technology needs.//** || What materials and tech will be used to support learning? || List of common resources which support the implementation of the school-wide curriculum || · Texts & workbooks

http://www.tki.org.nz/r/http://http://www.tki.org.nz/r/language/curriculum/spanish/index_e.php://http://www.tki.org.nz/r/language/curriculum/spanish/index_e.php/r/language/curriculum/spanish/index_e.php/r/language/curriculum/spanish/index_e.php/curriculum/spanish/index_e.php

Spanish in the New Zealand Curriculum: http://www.tki.org.nz/r/language/curriculum/spanish/index_e.php